Brenda Dressler Stephen Levy Co-Liaisons NYC Region David J. Connor Member, NYC Region

1. Brenda Dressler Stephen Levy Co-Liaisons NYC Region David J. Connor Member, NYC Region Presentation to New York State Taskforce for Quality Inclusive Schools April 11, 2008 Albany

2. Overview of Presentation • Why did we create a book? • What did we include? • Who will be receiving it? • How will it be used? • Excerpts from the book • Some closing thoughts

3. Why did we create a book? • to keep inclusive education on the radar in public school • to physically place something of potential use into the hands of principals, teachers, parents, and pre-service teachers, etc. • to create a document that could be used for professional development • to represent various points of view from many stakeholders • to coalesce as a Taskforce group

4. What did we include? • Nineteen Sections 1-7 pages long • All stakeholders represented Featuring ‘Voices’ Pieces written by stakeholders • Focus on simple concepts Specifics: Strategies for Junior High School General: ex: Making Inclusion Work • Emphasis on the Practical • Balance of Theory and History (to provide context and meaning) • Resources: ex: children’s books, videotapes, teacher texts, articles, education journals, web pages, glossary of terms, planning templates for co-teachers, etc. GROUNDED IN NYC LIFE AND EXPERIENCES

5. Who will be receiving it? • Principals in 1,400 schools • Members of the Taskforce to use in their classes • Teachers who will be part of a NYC network on supporting inclusive practices (tentatively scheduled for late May) • Anyone: it’s on the NYS webpage www.inclusion-ny.org/region/nyc

6. How will it be used? In our letter to the principals, we suggest various possibilities… • Use a specific section for professional development with teachers, school staff and parents • Utilize the co-planning sheets for collaborative team teachers • Create drafts of lessons that incorporate differentiated instruction • Discuss innovative ways to influence disability awareness • Distribute several sections to different staff members and have them summarize ideas and/or offer a critique, contingent upon making constructive suggestions that support students and teachers in an inclusive classroom • Analyze the origins of the inclusive movement and the ongoing counter-pull against it • Study the perspectives of students in collaboratively taught classes (CTT)

7. How will it be used?(slide 2 of 2) • Prioritize the usefulness of ideas to support inclusive classrooms at the elementary, middle, and high school levels • Compare opportunities for students with disabilities in school and in college • Use the ideas to create your own rubric of an inclusive school • Locate excellent materials that reflect student diversity for class libraries • Choose one question a month to discuss in faculty or department meetings • Order a recommended video that can be studied as a group • Use ideas to incorporate in school mission statements • Locate a specific article that can be read by all staff members • Generally gain more knowledge about the “whys” and “hows” of inclusive education as shared by fellow educators from New York City schools and colleges

8. Excerpts from the book SECTION 2: WHY PEOPLE SUPPORT INCLUSION • “This generation has already begun to understand inclusion. They see it in their everyday life, curb cuts, wheelchair lifts on buses, automatic doors, designated parking spots, etc. They see it, they live it, they get it. Why should school be any different?” Mary Beth Fadelici Parent to Parent

9. Excerpts from the book SECTION 3: WORKING IN INCLUSIVE CLASSROOMS —Teacher Voices “Everyone learns from each other and is given an equal opportunity to learn with their peers and are educated according to their own learning style creating personalized education to ensure success. Friendships, differentiated instruction, compassion, acceptance, encouragement, engagement, hard work, happiness, a love for learning and success…what’s not to love about working in an inclusion classroom?” Keriann Teacher

10. Excerpts from the book SECTION 13: COLLABORATIVE TEAM TEACHING —Student Voices • “Having two teachers is fun because if one of your teachers is busy, the other teacher comes and helps you out. Oh, and also remember they’re like your parents so behave and follow the rules.” • “The advice I would give them is to enjoy. Having two teachers is awesome. You learn twice as double.” • “My advice for the teachers is to work together. Don’t matter what, and to protect their children now that the kids are part of them.” • “Talk to the other one before you do something.” • “I’d tell them to just chill and relax.” Anonymous

11. Excerpts from the book SECTION 18: AWARENESS DAYS: SOME ALTERNATIVES TO SIMULATION EXERCISES 1. Talk about doing simulations -- without doing them. What are the kinds of experiences that only a no disabled person simulating a disabled one would have? What are simulations designed to do? Is that a desirable objective? Do they really accomplish that objective? Why, or why not? 4. Try not doing something: If a restaurant isn't accessible, try not going there. If a restroom isn't accessible, don't use it. If there's space to do so, see a movie from the "wheelchair section." If you go with friends, don't suggest or restrict where they sit. Anonymous

12. Some closing thoughts Questions are posed at the end of section: Ex: –Section 10: Overcoming Barriers to Inclusion Questions to Ponder/Discuss: • 1. What are some barriers that stand in the way of increased inclusion in your school? What may be some ways of overcoming those barriers? • 2. In your opinion, how important is it to have a clear school statement articulated about embracing student diversity, including students with disabilities? • 3. How can a community among staff members be cultivated with a view toward sharing best practices when instructing a diverse body of students? • 4. In what ways can professional development be “in the context” of the inclusive classroom?

13. Some Concernsas we Go Forward • Inclusive Practices in NYC still leave a lot to be desired. • RTI has not yet effectively been implemented. • Other institutionalized policies such as grade retention (“readiness models”) are in conflict with inclusive practices. • New schools often don’t have to accept kids with disabilities (self-contained) for two years. • Principal tenure is tied to student academic performance— a disincentive to accepting students with disabilities. • Principals are the key to school culture. Many of NYC principals are new and without much experience. • In the current climate of education, the overemphasis on “scientifically proven practices” can be very misleading.

14. Finally….A LITTLE PLUGDisability Studies in Education Series(Peter Lang)

15. THANK YOUFOR YOUR ATTENTION